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Lookup NU author(s): Dr Matthew CooperORCiD, Holly Cuskin, Yara ZainORCiD, Dr Charlotte RichardsonORCiD, Professor Hamde NazarORCiD
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
© 2026 The Authors.Objective To explore pharmacy students’ and faculty’s perspectives on the learning and experience of a student-led cardiovascular disease (CVD) screening clinic as a form of work-based learning, with a focus on identifying opportunities for optimization of the educational experience. Methods A qualitative study design, using focus groups with second-year pharmacy students (n = 22) and semistructured interviews with faculty staff (n = 5) who supervised the CVD screening clinic. The clinic operated over 88 days at a city center location and offered opportunistic walk-in CVD screening to members of the public. A phenomenographic approach was used to explore the range of ways participants conceptualized their experiences. Transcripts were analyzed thematically, and findings were interpreted using an established work-based learning model to derive broader pedagogical insights. Results Three key themes were identified: learning in action, consultation barriers, and shaping the future. Students reported enhanced clinical confidence, improved consultation skills, and a greater appreciation of patient-centered care. Challenges included delivering sensitive health messages, navigating lifestyle advice, maintaining motivation after fulfilling assessment requirements, and engaging with complex referral pathways. The work-based learning model highlighted key areas for improvement, including mechanisms to support student–patient interaction, artifacts (tools) to aid participation, and strategies to foster motivation and practical competence. Conclusion Student-led clinics offer rich learning opportunities but require careful design and support to maximize their educational value. Insights from this study can inform the development of sustainable, pedagogically grounded work-based learning experiences in pharmacy education that promote confidence, patient-facing activities, and consultation skills.
Author(s): Long A, Cooper M, Cuskin H, Zain Y, Richardson CL, Nazar H
Publication type: Article
Publication status: Published
Journal: American Journal of Pharmaceutical Education
Year: 2026
Volume: 90
Issue: 8
Print publication date: 01/08/2026
Online publication date: 01/06/2026
Acceptance date: 26/05/2026
Date deposited: 07/07/2026
ISSN (print): 0002-9459
ISSN (electronic): 1553-6467
Publisher: Elsevier B.V.
URL: https://doi.org/10.1016/j.ajpe.2026.102012
DOI: 10.1016/j.ajpe.2026.102012
PubMed id: 42229756
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